Comprehensive Assessment Tracking System

Formative Assessment

It's OK to Steal....Learn from the Professionals

For several years now, I have students write lab reports in calculus I, II and differential equations. The set of directions given to students on what to include in the lab report were ones that I created. Every semester, students would ask follow up questions on what to include in their document. Students constantly missed points for missing information/data or not being detailed enough. This past semester, I decided to see if chemistry faculty had a lab report template, and they do! So, Dr.

Field Experience Experience!

All EDU courses require a Field Experience (where students go into a local K-12 classroom, under the tutelage of a certified teacher). Taking students through the process to ensure their success is always a challenge, since there are a variety of factors beyond our control (Fingerprint Clearance Card acquisition - FPC -, school placement, etc.). EDU teachers have incorporated a variety of documents and strategies to help achieve a higher success rate (see attachments).

Four exams or Five exams? Or: SOTL research needs controls!!!

About half of the points from my BIO181 class come from high stakes exams.  I feel this is necessary to prepare students for their STEM degrees, MCAT, PCAT etc. I split the course content into 5 units with an exam for each unit.  This means giving up 5 class meetings to exams, which for a TR class, is over 2 weeks of class time.   I tried dividing the content into 4 units, with 4 exams. The last 2 exams remained the same, but I took the content from the first 3 exams and split it between 2 exams instead.

Mini-Whiteboards in Economics

Economics is known for being a difficult subject, but perhaps what students dread most about the class is graphing.  There is not a lot of multiple choice questions in my class- students are expected to graph routinely on bi-weekly quizzes.  In order to support student development with their graphing abilities,  last year I introduced mini-whiteboards as a way to get students practicing graphing as a class warm-up activity, focusing material from the previous class.

So you think you know about gender? the journal entry- Week 1 and Week 16

During Week 1, students complete a journal entry in which they discuss their thoughts on current gender inequalities and what they think the course will include. The majority of students do not have the details of contemporary gender issues. Most of them state that gender inequalities are part of the past and/or that there are a few gender inequalities due to progress. During Week 16, students complete a journal entry asking them what they will walk away, what surprised them in the course, and how will they promote social change.